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AXIOM : Jurnal Pendidikan dan Matematika
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 20878249     EISSN : 25800450     DOI : -
Core Subject : Education,
Education Mathematics
Axiom Jurnal Pendidikan dan Matematika adalah salah satu jurnal di Fakultas Ilmu Tarbiyah dan Keguruan UIN-SU Medan dalam bidang pendidikan dan lebih fokus pada pendidikan matematika. Jurnal Axiom dapat memuat artikel-artikel yang berbahasa Arab, Indonesia atau Inggris.
Arjuna Subject : -
Articles 191 Documents
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Mathematical analysis of ROC-TOPSIS method for prioritizing road repair decisions Sur, Widiya Astuti Alam; Machfiroh, Ines Saraswati
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.21860

Abstract

Determining the priority of road damage in road construction typically relies on assessments based on the Pavement Condition Index (PCI) method. However, the PCI classification does not provide specific criteria to distinguish between road sections within the same classification, complicating the identification of sections in worse condition. To address this issue, mathematical analysis can employ multi-criteria decision-making (MCDM) methods to prioritize road sections for repair. One effective approach is the integration of the Rank Order Centroid (ROC) and Technique for Order Preference by Similarity to the Ideal Solution (TOPSIS) methods. The analysis results indicate that the road sections prioritized for repair were located at Location III: Alternative 70, Alternative 80, and Alternative 42. Based on the Pearson correlation coefficient between the ranking orders of the pavement assessment using PCI and ROC-TOPSIS, there is a 65% similarity. Consequently, ROC-TOPSIS can serve as an alternative method for determining priority repairs, as it aligns with the results of the road pavement assessment.
The influence of project-based mathematics learning on 21st century skills (4C’s) considering students' learning styles and teachers' instructional methods Yulianto, Dwi; Umami, Moh. Rizal; Anwar, Syahrul; Juniawan, Egi Adha; Junaedi, Yusup
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.19787

Abstract

This study aims to evaluate the impact of project-based learning (PjBL) in mathematics on the development of 21st-century skills, including critical thinking, communication, collaboration, and creativity. These skills are essential for preparing students to face the challenges of the modern era. However, traditional teaching methods often prove inadequate for optimizing these skills. Utilizing a 3×4 quasi-experimental factorial design, this study involved 90 students, proportionally selected from a population of 872 through random sampling. Data were collected using a learning style questionnaire, observations of teacher instructional methods, and a written test to measure 21st-century skills. Data were analyzed using tests for normality and two-way ANOVA. The results demonstrated that the PjBL approach significantly enhanced students' 21st-century skills (4Cs: Critical Thinking, Collaboration, Communication, Creativity), particularly for those with a kinesthetic learning style and when employing technology-based teaching methods. The interaction between PjBL, students' learning styles, and teachers' instructional methods was found to be effective in fostering the development of these skills, especially in the areas of creativity and problem-solving. This research underscores the importance of innovative approaches in mathematics education to support the development of 21st-century skills.
The Parhalaan of the Batak Ugamo Malim in the arithmetic context Simanjuntak, Ruth Mayasari; Hutauruk, Agusmanto JB; Manik, Efron
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.22118

Abstract

The implementation of ethnomathematics approaches that connect culture and mathematics education remains limited, despite the need to bridge mathematical concepts with real-world applications rooted in local culture. The Batak Parhalaan calendar, which incorporates arithmetic computations, has not been extensively explored within mathematics education. Prior studies often focus broadly on ethnomathematics without delving into specific cultural contexts, such as traditional calendars and their relevance to learning mathematics. This study addresses this gap by investigating how the Parhalaan calendar can be integrated into mathematics instruction to enhance students' understanding of mathematical concepts. Employing a qualitative descriptive approach, this research examines the Batak Ugamo Malim tribe’s calendar system, calculates Parhalaan in relation to arithmetic, and analyzes it from a mathematical perspective. The results reveal the application of modulo arithmetic in Parhalaan, specifically the modulo 7 system, which reflects the 7-day week structure. Results reveal the application of modulo arithmetic in Parhalaan, specifically the modulo 7 system, reflecting the 7-day week structure. The formula X+Y−Z=S mod 7 harmonizes the traditional Batak calendar with the Gregorian system, providing a systematic method for determining days. Integrating this concept into mathematics education strengthens problem-solving, logical reasoning, and interdisciplinary understanding. Linking mathematics with cultural traditions fosters appreciation for local heritage, broadens perspectives, and raises awareness about preserving cultural diversity, thereby enriching the educational experience for students.
Student errors in solving system of linear equations in two variables story problems based on Newman error analysis Fatah, Zakiyah; Sukoriyanto, Sukoriyanto
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 1 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i1.18227

Abstract

The purpose of this study was to describe the types of errors and their causes made by eighth-grade students in solving system of linear equations in two variables (SLETV) problems and to propose solutions to overcome them using the NEA (Newman Error Analysis) procedure. The research method used was descriptive research with a qualitative approach. In this study, data collection involved tests and interviews. The test instrument included a written test with two story problems related to SLETV material in the form of essays. At the same time, interviews were conducted with teachers as a preliminary study and with selected students to determine the types of errors made in solving the given questions. The researcher selected three students as research subjects from all students in class VIII A who made various errors in the interview questions, with one student chosen additionally for their good communication skills. The results showed that the stage with the lowest error rate fell within the sufficient and good categories. Conversely, the answer-writing stage exhibited a high error rate, as all students fell into the less capable category
The requirements of junior high school/MTs mathematics teachers in Riau for integrated literacy and numeracy teaching modules aimed at enhancing students' critical mathematical thinking skills Suanto, Elfis; Kartini, Kartini; Sonia, Anisa
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.21857

Abstract

The role of teachers as implementers is crucial in the execution of the Independent Curriculum. Teaching modules can serve as guidelines for teachers to ensure effective and efficient learning. Strengthening literacy and numeracy is one of the demands of the Independent Curriculum, aiming to develop students with critical mathematical thinking skills to compete globally. However, field observations indicate that teachers still require guidance in compiling teaching modules that align with the Independent Curriculum and meet their students' needs. This descriptive study analyzes teachers' needs for integrated literacy and numeracy teaching modules to enhance students' critical thinking skills. Data were collected through a non-test questionnaire distributed via Google Forms to junior high school/MTs mathematics teachers in Riau, with 11 participants. The study's results indicated that 72.7% of teachers expressed a significant need for integrated literacy and numeracy teaching modules to improve students' critical mathematical thinking abilities. Additionally, the analysis revealed that some teachers had developed their own teaching modules, but these lacked the integration of literacy and numeracy, and did not facilitate students' critical mathematical thinking skills. This highlights the necessity for the development of integrated literacy and numeracy teaching modules to enhance students' critical mathematical thinking skills.
Evaluating the influencing factors high order thinking skills of outstanding student by analytic hierarchy process (AHP) method Sihombing, Dame Ifa; Naibaho, Tutiarny; Situmorang, Adi Suarman
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.22124

Abstract

This study aims to identify various factors that influence the development of higher-order thinking skills in the Master’s program mathematics education department at Universitas HKBP Nommensen. The systematic AHP method allows for accurate weighting and prioritization of various factors influencing HOTS. These results provide a strong foundation for policy recommendations and educational practices aimed at enhancing higher-order thinking skills among outstanding students. The ranking results of the factors influencing HOTS among 100 outstanding students in the Master's program in Mathematics Education were analyzed using the hierarchy of one factor over another. By observing the three criteria and ten sub-criteria, it can be concluded that Criterion 2, or students, is the most influential factor in determining students' HOTS with a weight of 0.53. The second influencing factor is Criterion 1, or lecturers, with a weight of 0.13, and the least influential factor is the learning environment with a weight of 0.07. Matrix interpretation shows that the Lecturer factor (K1) is considered more important than the Student factor (K2) and the Learning Environment factor (K3) in influencing the HOTS of high-achieving students. This highlights how important lecturers are in helping students develop higher-order thinking abilities.
Zone of teacher promoted action based on gender in math lesson Nasution, Nadrah Afiati; Siregar, Nurhasanah; Rambe, Imelda Wardani Br.; Simanjuntak, Erminawaty
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.20104

Abstract

This study was conducted to understand the Zone of Promoted Action (ZPA) of teachers in the context of mathematics learning, based on gender. This research is a descriptive exploratory study using a qualitative approach. The data analysis techniques employed in this study include data transcription, data checking, data reduction, data credibility, and conclusion drawing. The subjects of this study are pre-service PPG students who are prospective teachers. The instruments used in this study include questionnaires and observation sheets. Based on the results of the study, it can be concluded that each teacher, regardless of gender background, possesses unique ZPA capabilities characterized by their ability to manage time, guide discussions, and focus students on the material.
Exploring ethnomathematics in tradition games: Hopscotch and marbles for generation Z Siregar, Nurul Erika Putri; Nuh, Muhammad
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.22087

Abstract

In the digital era, information and communication technology (ICT) devices have replaced the function of traditional games such as hopscotch and marbles, leading to a decline in Generation Z's interest in these activities. Ethnomathematics serves a strategic role as a bridge between local culture and mathematical concepts, enhancing student engagement and supporting culture-based curricula. This study aims to explore the mathematical concepts embedded in traditional games, such as hopscotch and marbles, played by Generation Z. A qualitative approach employing ethnographic methods was utilized to investigate the relationship between these games and mathematical concepts. Data were collected through participant observation, semi-structured interviews, and documentation studies of Generation Z individuals who still engage in traditional games in North Sumatra, alongside document analysis related to curriculum and mathematics education. The study's findings on traditional games, such as hopscotch and marbles, provide insights based on participants' learning experiences and mathematical content encompassing geometry, measurement, probability, and mathematical operations. From an ethnomathematical perspective, traditional games introduce mathematics contextually and meaningfully. Ethnomathematics in traditional games has the potential to enhance mathematical understanding and contribute to the preservation of local culture among Generation Z.
Developing Proteus video tutorials as interactive mathematics learning media based on a realistic approach Asma, Nurul; Sylvia, Rizka
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.21361

Abstract

The advantages of video tutorials as an alternative learning media in mathematics are significant. Video tutorials are easily used because they are not limited by space and time constraints. For teachers who lack competency in using technology, such learning media greatly assist the teaching process in achieving the desired outcomes. Proteus video tutorials specifically explain the application of Proteus software. These videos are designed based on a realistic approach, where learning begins with real-world contextual problems. The purpose of this study is to develop interactive mathematics learning media through realistic approach-based Proteus video tutorials that are valid and practical. The research method employed is Research and Development (R&D), adapting the ADDIE development model. This model comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The research results indicate that the video is considered valid, obtaining a validation score of 93%, which falls into the very valid category, and practical, with a score of 94%, indicating a very practical category. Furthermore, the video is developed with the characteristics of a realistic approach.
Development of interactive e-comics based on ethnomathematics oriented towards students' numeracy skills Purwoko, Riawan Yudi; Purwaningsih, Wharyanti Ika; Nuryadi, Nuryadi
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.19807

Abstract

The current mathematics learning process is often conducted in a blended manner, combining offline and online learning. Therefore, online learning requires instructional media that support the learning process and are appealing to students. However, the instructional media currently used to support online learning are limited and less relevant. This study aims to develop interactive mathematics learning media in the form of ethnomathematics-based e-comics that are valid, practical, and effective for middle school students. The research method employed is development research using the ADDIE model. The research subjects included middle school teachers and students. In the limited trial phase, 2 teacher and 32 students participated, while the large-scale trial involved 3 teachers and 57 students. Data collection instruments consisted of validation sheets for material and media experts, student response questionnaires, as well as pre-test and post-test questions validated by experts. Data analysis was conducted descriptively to assess the feasibility of the product. The research findings indicate that the ethnomathematics-based e-comic learning media are valid and practical. Furthermore, the e-comics meet the effectiveness criteria, as they enhance students' numeracy skills after the learning process. Therefore, the e-comics developed in this study can serve as a reference for mathematics learning media that meet current student needs.

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